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Monday lunch presentation presented by Yousif Shamo at the 2011 NSF ADVANCE Workshop: Negotiating the Ideal Faculty Position, A Workshop for Underrepresented PhDs and Postdocs in Science, Engineering and Psychology September 18-20, 2011

Why do we teach?

  • So that individuals learn
  • To convey the excitement of our intellectual area
  • To capture interest and imagination
  • To ensure deep understanding
  • To share our own research efforts

Who do we teach?

  • Undergraduates (focus for today)
    • Majors
    • Non-majors
  • Graduate Students (focus)/Post-docs
  • Colleagues
  • Your chair, your dean
  • The public
  • Program managers/patent office/others

Remember…

  • Developing a good course takes time
    • Learn good time management
  • What students learn is less than what you teach
    • Don’t just try to cover the material
  • Understand different learning styles
    • Students have different ways of learning
    • Use the resources you have available
    • Be aware of accessibility requirements

What is the nature of your course?

  • Large/medium/small enrollment?
  • Lecture-type classroom or smaller more intimate setting?
  • Majors? Upper level or lower level?
  • Non-majors?
Styles for these different types of courses are quite different!

Think about “active learning”

  • Traditional/passive learning = lectures + exams
  • Student-centered, active learning can include (among many possibilities):
    • Use of I-Clickers
    • On-line quizzes
    • 1-2 minute papers
    • Student discussion and reporting
    • Projects

Find out about resources

  • Are I-Clickers available?
  • What support for teaching is available?
  • Are there faculty groups to discuss teaching?
  • Are there on-line resources in your area for student-centered learning?
  • Are there sessions at professional meetings or specific meetings relevant to your area?
    • Will your Chair pay for you to attend?

Know about yourself

  • If you are asked what you’d like to teach…
    • Do you really love a big lecture setting?
    • Does a small group setting elicit a sense of excitement or a sense of dread?
  • You may not have the opportunity to choose, but knowing what attracts you (and why) may help in dealing with your teaching assignment

Preparation is key

  • Plan for 6-8 hours of preparation per class session the first year
  • Get notes from the previous lecturer, but make the course your own
  • Be familiar with the material (rehearse a lecture beforehand if you need to)
  • Don’t wait until the last minute
    • Not much room to improvise
    • May be easier in smaller classes

Do’s and do not’s

  • Do not expect perfection
  • Do not expect eager, listening faces
  • Do learn the names of your students if at all possible
  • Do get feedback during the semester
    • You can adjust accordingly
  • Do work the problems yourself
    • Texts have typos and errors – read the text

Think very carefully about your syllabus

  • Textbook information
  • Policies/Grading information
    • What makes up the grade? Is there a curve?
    • Are there make-up exams?
    • Don’t change point assignments mid-semester — stick with the syllabus
    • Think through the grading scheme — they’ll ask, so you might as well be ready!

Don’t make exceptions

  • If you make an exception for an individual, it will be an exception for the entire course
  • Do you allow —
    • Regrading?
    • Late tests? If not, how is grade determined if student was ill/had a death in family?

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Rice university’s nsf advance program’s negotiating the ideal faculty position workshop master collection of presentations. OpenStax CNX. Mar 08, 2012 Download for free at http://cnx.org/content/col11413/1.1
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